Making sense of theory and practice in early childhood : the power of ideas

This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating. Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes. The book is divided into two parts; part one looks at 'Community, interaction and identity' and addresses several different aspects of social constructivist theory. Each author explores, less familiar, but increasingly influential ideas emanating from Vygotskian theory. Part two explores 'Structure, power and knowledge' which includes a wider range of theoretical perspectives, that tell a more 'critical' story about how the way society is structured, influences power, institutions and individuals. These theories help the authors to describe how working practices serve some groups and disadvantage others. Each chapter includes: Theoretical concepts, which are related to practice and/or research Case studies Examples from research practice enabling readers to explore the practical application of the 'big ideas' Further reading appropriate to the theoretical construct This book is essential reading for undergraduate students and trainee teachers. Contributors: Tony Bertram, Angeliki Bitou, Liz Brooker, Sue Fawson, Rohan Jowallah, Maggie Leese, Martin Needham, Jane O’Connor, Chris Pascal, Lynn Richards, Faye Stanley, Jo Winwood, Gill Woods, Jenny Worsley - all at University of Wolverhampton except Liz Brooker, who is at the Institute of Education in London. Title 4 Copyright 5 Contents 6 List of figures and table 8 Author biographies 9 Foreword 13 Introduction 16 PART 1. Community, interactionand identity 24 Chapter 1 Vygotsky – From public toprivate: learning frompersonal speech 26 Chapter 2. Bruner: the power of story and identity 41 Chapter 3. Howard Gardner’s multiple intelligences: every child a learner 55 Chapter 4. Using activity theory to examine the factors shaping the learning partnerships in a parent and child ‘stay and play’ session 69 Chapter 5. Developing communities of practice: placing professional individual identity in group interactions 84 Chapter 6. Developing learning dispositions for life 98 PART 2. Structure, power and knowledge 114 Chapter 7. The sociology of childhood: children’s agency and participation in telling their own stories 116 Chapter 8. Applying Bourdieu’s concepts of social and cultural capital and habitus to early years research 130 Chapter 9. Freire revisited: critical literacy – whose story is it anyway? 143 Chapter 10. Foucault: implications for multiagency working in the changing landscape of children’s services 159 Chapter 11. Feminism, the ethic of care and professional roles with care settings 173 Index 188 Advert 192 Back cover 194 Vygotsky: from public to private: learning from personal speech - Bruner: the power of story and identity - Howard Gardner's multiple intelligences - Using activity theory to examine the factors shaping the learning partnerships in a parent and child 'stay and play' session - Developing communities of practice: placing professional identity in group interactions - Developing learning dispositions for life - The sociology of childhood: children's agency and participation in telling their own stories - Applying Bourdieu's concepts of social and cultural capital and habitus to early years research - Freire revisited: critical literacy - Foucault: implications for multiagency working in the changing landscape of children's services - Feminism, the ethic of care and professional roles with care settings Suitable for undergraduate students and trainee teachers, this title demonstrates the influence of theoretical perspectives on their own practice and research.